PERANCANGAN RUANG KELAS BAGI ANAK USIA SEKOLAH DASAR PENYANDANG ATTENTION DEFICIT HYPERACTIVITY DISORDER
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Abstrak
Attention Deficit Hyperactivity Disorder (ADHD) is a disorder that often appears in elementary school-age children (6-12 years). Its prevalence in Indonesia is estimated at around 5% (Dewi, 2011), reaching 26.2% among elementary school children in the DKI Jakarta area (Saputro, 2009). Global trends also show a significant increase in ADHD cases (Abdelnour et al., 2022). The impact greatly influences children's adaptation to various aspects of life, from academic contexts to social relationships and psychological aspects. At elementary school age (ages 6-12 years), children are at the beginning stages of learning to manage school with ADHD. Therefore, it is crucial to provide appropriate accommodation to facilitate their adaptation to the learning environment. One way is by modifying the classroom's learning environment according to their needs. This research uses qualitative methods (observation and in-depth interviews) to identify ideal classroom designs for elementary school-age children with ADHD. The research began by examining the behavior of children with ADHD and analyzing their space needs. From the research that has been carried out, good classroom design criteria for children with ADHD will be produced, along with applying these design criteria to the classroom design. It is hoped that the research will help examine the design of good learning spaces to help maintain the focus and mental well-being of children with ADHD.
Keywords: attention deficit hyperactivity disorder; classroom; school-age children
Abstrak
Attention Deficit Hyperactivity Disorder (ADHD) merupakan salah satu gangguan yang kerap muncul pada anak usia sekolah dasar (6-12 tahun). Prevalensinya di Indonesia diperkirakan sekitar 5% (Dewi, 2011), angka ini mencapai 26,2% di anak sekolah dasar wilayah DKI Jakarta (Saputro, 2009). Tren global juga menunjukkan peningkatan yang signifikan dalam kasus ADHD (Abdelnour et al., 2022). Dampaknya sangat memengaruhi adaptasi anak-anak dalam berbagai aspek kehidupan, mulai dari konteks akademik hingga hubungan sosial dan aspek psikologis. Pada usia sekolah dasar (usia 6-12 tahun), anak-anak berada pada tahap awal dalam belajar mengelola sekolah dengan ADHD. Maka dari itu, sangat penting untuk memberikan akomodasi yang tepat supaya mempermudah adaptasi mereka di lingkungan pembelajaran. Salah satunya, yaitu melalui modifikasi lingkungan belajar di ruang kelas sesuai dengan kebutuhan mereka. Penelitian ini menggunakan metode kualitatif (studi literatur dan in-depth interview) untuk mengidentifikasi desain ruang kelas yang ideal bagi anak usia sekolah dasar dengan ADHD. Penelitian dimulai dengan mengkaji perilaku anak dengan ADHD dan menganalisis kebutuhan keruangan mereka. Dari penelitian yang telah dilakukan, akan dihasilkan kriteria desain ruang kelas yang baik bagi anak dengan ADHD, beserta dengan penerapan kriteria desain tersebut terhadap perancangan sebuah ruang kelas. Penelitian diharapkan dapat membantu mengkaji desain ruang pembelajaran yang baik untuk membantu menjaga fokus dan kesejahteraan mental dari anak penyandang ADHD.
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